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Learning Disability and Social Inclusion
Publication Date: 2008-08-01
Over the last five years in Scotland and across the UK, people with learning disabilities have been the target of considerable legislative and policy changes. A key theme relates to the inclusion of people with learning disabilities in the community - in education, in training and employment, and in relation to accessing health, housing, and leisure services. This is perhaps best exemplified by the review of learning disability services, The Same as You?, published by the Scottish Executive in 2000, and the parallel document in England, Valuing People, which was published in 2001. As a result of these initiatives, people with learning disabilities, their families, service providers, policy makers, and other professionals working alongside them have to navigate their way through a very complex array of regulations and provisions. Author Gillian McIntyre acknowledges and addresses this complexity by mapping and critically reviewing these relevant policy developments in Scotland and across the UK.
Publication Date: 2005-07-01
"Written to educate and inform readers about the social-roles of disability, this accessible and informative work addresses: social classifications of disability; social reactions to disability; legal rights and classifications of persons with disabilities; issues of accessibility to information and communication technologies, representations of disability in a range of media, including literature, painting, film, television and advertising, and major issues shaping the contemporary social roles of persons with disabilities. By examining the social roles of disability in the past and present from a range of perspectives and disciplines, this book reveals a portrait of the social place, limitations, and rights of persons with disabilities."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Educational Inclusion As Action Research
Publication Date: 2003-10-01
"One of the most accessible features of the book is the incorporation of vignettes of real-life action research enquiries, and in some cases, drawing on the field notes an journals kept by the teachers themselves. There is much to welcome in this book... There is an engaging honesty of tone... an abiding sense of authenticity in the author's voice; this is writing which comes out of long professional experience of teaching pupils with learning difficulties and challenging behaviour, and equal experience of facilitating action research enquiries in her practice as a teacher educator." European Journal of Special Needs Education In its detailed elaboration of action research as a basis for teacher professional development this book locates inclusive practice in a discursive process that continually interprets its meaning while at the same time inevitably changes educational cultures. The book starts by linking government policy with social justice and inclusion issues and argues that inclusion is currently promoted via a democratic political process, which needs to be complemented at a professional level through the demonstration of democratic and inclusive procedures in the investigatory process itself.